On the Farm. Unit 60. Preparation for the Unit. Key Language Grammar Extra Language Review cow, horse, pig, sheep,

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1 0 On the Farm Unit Objectives: To understand and practice farm vocabulary (animals/baby animals) To develop the concept of helping others To review counting (1 10) Lesson 1 Lesson 2 Key Language Grammar Extra Language Review cow, horse, pig, sheep, (on the) farm, What chicken; It s a duck, chicken can you hear? lamb, piglet, duckling, chick It is (white)., They are (pink). with, her farm animals, little; There s Lesson 3 puppy with, here farm/baby farm animals; There are Lesson 4 farm/baby farm animals; There are Lesson 5 kitten feed, tractor farm/baby farm animals, milk, help, Grandpa, Grandma; Let s, I like Lesson 6 star, night bright numbers 1 10, farm/baby farm animals Lesson 7 star, black, shapes, farm/ baby farm animals Preparation for the Unit If you are using the Print & Play Pictures (PPP) as your visual prompts, for this unit you will need to print out: farm animals (cow, duck, horse, sheep, pig, chicken, dog, cat, chick, duckling, piglet, lamb, puppy, kitten) star Skills handling crayons and pencils, free drawing, following a line, directionality (left to right, top to bottom), pasting/finger painting, cutting, auditory discrimination (EA L3) Developmental Area How it is Covered Personal & social development working in small groups (EA L1), helping others (EA L5) Language & communication Creative artistic expression Mathematical thinking Discovery & knowledge of the world chant (L1/L6), song (L2), story (L3/L4), dialog (L5) actions to chant/song/chant (L1/L2/L6), enactment of story (L4), role-play (L5), free drawing (L1), decorating chick (L2), bubble painting (EA L4), making star pictures (EA L6), crayon scratch (EA L7) counting (L6), number sequencing (L6), categorizing (L7), patterns (L7) identifying farm animals (L1/L2/L7), the night sky (EA L6), 92

2 Lesson 1 Objective: To understand and practice farm animal vocabulary Developmental Areas: Language & communication: oral language chant Creative artistic expression: actions to chant, free drawing Discovery & knowledge of the world: identifying farm animals Personal & social development: working in small groups (EA) Key Vocabulary: cow, horse, pig, sheep, duck, chicken Extra Language: (on the) farm, What can you hear? Review: chicken; It s a Materials: Buddy, Action Cards, CD, PPPs (cow, horse, pig, sheep, duck, chicken), Student s Book p. 34, Buddy Book p. 34, crayons Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Remembering Time Sing a favorite song from Unit 4 or 5: 23 In the Park Song (p. 66) 26 Tug-of-War Chant (p. 74) 28 When I m Happy Song (p. 81) Encounter Use Buddy to introduce the new unit. T: What s new, Buddy? B: Farm animals! Moo, moo!! React accordingly. T: Oh, it s a cow! I love farm animals! Introduce the farm animals using the PPPs. As you present each one, have Buddy make the animal noise. Practice pronunciation of the animal words. Have Buddy make the farm animal sounds again and elicit what the animals are from the children, helping them with the new English words: It s a horse!, etc. Then place the PPPs around the room. Put your hand to your ear and point to the horse. T: I can hear a horse. Have Buddy make the sound and encourage the children to make the horse sound, too. Repeat with all the animals. Explain that when you say the animal you want the children to make the sound. When they see Buddy hide, they should immediately stop making the noise. Kinder Tip Because the children are making lots of noise, they will not hear you say STOP! So they need Buddy as a visual sign. Book Time Finding Page Routine (Student s Book p. 34). T: Look! It s Ben and Becky on the farm. Elicit the farm animals. Circling Buddy Routine. Unit 6 Lesson 1 93

3 Lesson 1 Engage T: Let s listen! Listen and point to the farm animals in your book. 32 Play the On the Farm Chant. Repeat twice. The children sing along as they point. On the Farm Chant On the farm, on the farm. What can you hear? Neigh, neigh, neigh. It s a horse! On the farm, on the farm. What can you hear? Moo, moo, moo. It s a cow! On the farm, on the farm. What can you hear? Oink, oink, oink. It s a pig! On the farm, on the farm. What can you hear? Baa, baa, baa. It s a sheep! On the farm, on the farm. What can you hear? Quack, quack, quack. It s a duck! On the farm, on the farm. What can you hear? Cluck, cluck, cluck. It s a chicken! Playing Time You could divide the children into six groups (each one of the animals) and do actions to the chant. Have the children help you invent mimes, e.g. horse [Gallop like a horse] cow [Sway from side to side] pig [Push your nose up to make a snout] sheep [Make twirly shapes with your fingers to represent wool] duck [Walk with a wiggly bottom] chicken [Pretend to flap your wings/look for worms] 32 Play the song several times, changing the groups. 4 Sing the Sit Down Jingle (p. 19). Working Time Finding Page Routine (Buddy Book p. 34). 5 Sing the Work Jingle (p. 19). Demonstrate thinking, then say: T: My favorite farm animal is a pig! Draw a pig on the board. T: Take your crayons. Draw your favorite farm animal. Circulate, checking and providing feedback. The children then complete the frame. 6 Sing the Clean Up Jingle (p. 19). Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Student s Book, Buddy Book; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop the ability to work in small groups 3D Animals First cut out several large farm animals from newsprint or butcher paper. Make each one double and staple the two sides together ¾ of the way around. Put the children in groups of 2 4. Let each group choose the animal they want to make. Give them paints or crayons to color their animal. When they have colored both outside parts of the animal, give them old newspaper sheets to crumple and stuff inside. When the animal looks full, finish stapling and then hang it from the ceiling. Try to have at least one of each: cow, pig, horse, sheep, dog, chicken, duck, cat. 94

4 Lesson 2 Objective: To understand and practice baby farm animal vocabulary Developmental Areas: Language & communication: oral language song Creative artistic expression: actions to song, decorating chick Discovery & knowledge of the world: identifying baby farm animals Key Vocabulary: lamb, piglet, duckling, chick Grammar: It is (white). They are (pink). Extra Language: with, her Review: farm animals (cow, horse, pig, sheep, duck, chicken), little; There s Materials: Buddy, Action Cards, CD, PPPs (cow, horse, pig, sheep, duck, chicken, lamb, piglet, duckling, chick), Student s Book p. 35, Buddy Book p. 35, crayons, yellow paper or yellow fingerpaint Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Remembering Time 32 Sing the On the Farm Chant (p. 94). The children do the actions and sing along. Play the STOP! Game (p. 33) with the farm animals vocabulary. Encounter Playing Time T: Let s play! Show the children the farm animal PPPs. Encourage them to say the name in English. C: It s a cow., etc. Play Buddy s Game with the PPPs (p. 39). Remind children of the actions for the farm animals (p. 94). Then play the STOP! Game with the farm animal PPPs (p. 33). Book Time Finding Page Routine (Student s Book p. 35). T: It s Buddy on a farm. Look at all the animals with their babies. Can you see the baby sheep? A baby sheep is a lamb. Point to the lamb. Say lamb. Repeat for the other baby farm animals. Check pronunciation. T: Let s listen to the CD! Listen and point. 33 Play the Farm Babies Song. Repeat twice, encouraging the children to sing along as they point. Farm Babies Song There s a sheep on the farm, With her one little lamb. It is white, it is white. Baa, baa, baa! There s a pig on the farm, With her two little piglets. They are pink, they are pink. Oink, oink, oink Unit 6 Lesson 2 95

5 Lesson 2 There s a duck on the farm, With her three little ducklings. They are brown, they are brown. Quack, quack, quack. There s a chicken on the farm, With her four little chicks. They are yellow, they are yellow. Cheep, cheep, cheep. Coloring Blank Object Routine (pig pink). Engage Playing Time T: Let s pretend. Place farm animals PPPs (sheep, pig, chicken, duck) on the walls. Divide the children into four groups and stand them under the pictures. Divide each group into two mommy animal and baby animal. Place the baby animal PPPs alongside the mommy animal, eliciting the name. When the animal appears in the song, the children representing the mommy mime the animal and the baby animals come and hug their mommy. This works very well if the groups have even numbers, so they can hug in pairs. If not, have groups of threes hugging, too! They all say the animal sound together. 33 Play the recording at least four times, swapping so the children can be each animal. 4 Sing the Sit Down Jingle (p. 19). Working Time Finding Page Routine (Buddy Book p. 35). 5 Sing the Work Jingle (p. 19). T: It s a piglet! Encourage the children to correct you. C: No! It s a chick! T: Let s make the chick yellow. Demonstrate using yellow finger paint/ pasting yellow paper. Circulate, checking and providing feedback. 6 Sing the Clean Up Jingle (p. 19). Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Student s Book, Buddy Book; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop knowledge of mother and baby animals Mother and Baby Matching Game Use blank cards (around 8 x 12 cm. or 10 x 15 cm.) to make a matching game. Draw or glue a picture of a mother animal and its baby (lamb, piglet, duckling, chick) on the front of each card. Cut each card apart in a different way, separating the mother and baby. The children match the mothers to the babies and will know if they are correct if the card fits. Option: You could also do a card for cat and kitten, but only introduce this from Lesson 5, once that vocabulary has been presented. 96

6 Lesson 3 Objectives: To listen to and recall a story in sequence To review and practice farm/baby farm animals vocabulary Developmental Areas: Language & communication: oral language story Key Vocabulary: puppy Extra Language: with, here Review: farm animals (cow, horse, pig, sheep, duck, chicken), baby farm animals (lamb, piglet, duckling, chick, dog); There are Materials: Buddy, Action Cards, CD, PPPs (cow, duck, horse, sheep, pig, chicken, chick, duckling, piglet, lamb, dog, puppy), Story Cards 6A 6D, Student s Book p. 36, Buddy Book p. 36, crayons Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Encounter Remembering Time Show the farm animal and baby farm animal PPPs. Help the children match them. 33 Divide the children into groups and sing the Farm Babies Song (pp. 95 6). Encourage children to do the actions and sing along. Show the puppy PPPs. T: It s a baby animal. Who is his mommy? Elicit dog. Show the dog PPP to confirm. Have them repeat puppy. Check pronunciation. Engage Book Time Finding Page Routine (Student s Book p. 36). T: Look! It s a Buddy story. Generate interest and ask questions. Use the pictures to elicit as much language as possible. T: Let s listen to the story! Listen and point. Buddy is looking for a puppy! Tell the story using the Story Cards. Point to the animals on the cards. (See p. 13 for story-telling tips.) Where s the Puppy? 6A Buddy: Where s the puppy? Yellow: Is he with the sheep? Narrator: Baa! says the sheep! There s a lamb, but there s no puppy here! Buddy: Where s the puppy? 6B Yellow: Is he with the pig? Narrator: Oink! says the pig. There are two piglets, but there s no puppy here! Buddy: Where s the puppy? 6C Yellow: Is he with the duck? Narrator: Quack! says the duck. There are three ducklings, but there s no puppy here! Buddy: Where s the puppy? Unit 6 Lesson 3 97

7 Lesson 3 6D Yellow: Is he with the chicken? Narrator: Cluck! says the chicken. There are four chicks and there are five puppies! Yellow: There s my puppy! Buddy: And my iguana! 34 Repeat, either retelling or using the CD. Encourage the children to begin saying some of the story words with you, by pausing before the numbers and animal words, e.g. T: Is he with the? There are (pause) Thinking Time Have the children help you retell the story in a variety of ways: Place the Story Cards around the room. Retell the story. As you do so, the children point to the correct card. Give four children a Story Card each. Help them get into sequence. Use first, next, next, last. Retell the story with the class. As you do so, the children can hold up the card and stand in line. Repeat with different children. Retell the story making mistakes for the children to correct, e.g. T: [Holding up 6A] Is he with the cow? 4 Sing the Sit Down Jingle (p. 19). Working Time Finding Page Routine (Buddy Book p. 36). 5 Sing the Work Jingle (p. 19). T: It s a maze. Let s help the mommy dog find the puppies. Use your fingers. Demonstrate following the maze. Stop at each group of animals on the way and identify them: There are two piglets, There s a lamb, etc. Then demonstrate how to follow the maze with a crayon. Circulate, checking and providing feedback. Quick finishers can color the animals. 6 Sing the Clean Up Jingle (p. 19). Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Story Card, Buddy Book; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop auditory discrimination skills Where s the Puppy? Choose one child to leave the room. Using a small toy puppy or the puppy PPP, hide it in the classroom. The rest of the class will know where it is. Invite the child who left to return. Ask Where s the puppy? As the child goes to look for the puppy, the other children clap. They clap more loudly as he/she approaches the hiding place and more softly if he/she goes further away from it. When the puppy is found, choose another child to leave the room and let the first child hide the puppy. As always, stop the game before they tire of it so they will be eager to play again at a later time. 98

8 Lesson 4 Objectives: To listen to and recall a story in sequence To review and practice farm/baby farm animals vocabulary To learn how to play a game (Buddy Pairs) Developmental Areas: Language & communication: oral language story Creative artistic expression: enactment of story, bubble painting Review: farm animals (cow, horse, pig, sheep, duck, chicken), baby farm animals (puppy, lamb, piglet, duckling, chick); There are Materials: Buddy, Action Cards, CD, PPPs (cow, duck, horse, sheep, pig, chicken, chick, duckling, piglet, lamb, dog, puppy), Story Cards 6A 6D, (Student s Book p. 36), Unit 6 Activity Cut-Outs (farm animals/ baby farm animals), scissors Before the Lesson: Prepare the Activity Cut-Out page from each child s Student s Book. Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Encounter Remembering Time 33 Divide the children into groups and sing the Farm Babies Song (pp. 95 6). Encourage children to do the actions and sing along. Play the STOP! Game (p. 33) with the farm animals PPPs. Engage Hand out the Activity Cut-Outs page. T: Look! Farm animals! Let s count them! Count to 10 together. T: Ten farm animals, mommies and babies. Cutting-Out Routine (p. 39). Ask the children to identify each cut-out. Story Time T: Let s listen to the story! Ensure each child has all the cut-outs on the table in front of him/her. Explain that the children will listen to the story and hold up the correct cut-out when they hear it in the story. T: Listen and hold up the farm animal. Tell Story 6: Where s the Puppy? (pp. 97 8) and help the children hold up their cut-outs at the right time. 34 Repeat, either retelling or using the CD. Encourage the children to begin saying some of the story with you as they hold the cut-outs up, by pausing before the animal words, e.g. T: Where is the puppy? Is he with the? Unit 6 Lesson 4 99

9 Lesson 4 Playing Time T: Let s play the Buddy Pairs Game. Use the farm animals and baby farm animals PPPs to play this game. Demonstrate. Place the mommy animal cards on one side of the board, face down. Place the baby animal cards on the other side of the board, face down. Bring a child to the front of the class. Demonstrate turning over a mommy card and a baby card. Say what each is. T: A sheep, a duckling. Are they mommy and baby? Children: No! Turn them back over. Now it s the child s turn. The child turns over a mommy card and a baby card. If they match, take them off the board; if not, turn them back over. Keep going until you have both found a pair. Congratulate and thank the child. Divide the children into pairs and have them play the pair game with their cut-outs. One child has the mommy cards, the other has the baby cards. Circulate and praise children who speak in English together. Other ideas for games to play with these cut-outs (see pp ): Patterns, Buddy s Game, Bingo! Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Story Card, Playing Action Card; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop creative artistic expression Bubble Painting Materials 3 large flat bowls of bubble solution (for each bowl: 4 tablespoons of liquid soap, ½ liter of water, ½ teaspoon of glycerine) food coloring (red, blue, yellow) 1 drinking straw for each child 1 sheet of white bond paper for each child Procedure Color the solution in each bowl with a different color. The children come one at a time with their paper and straw. They choose a solution and blow into it using the straw to make bubbles. Place the children s paper over the bubbles and let them pop on to it. The children can then repeat the process with the other colors. Put the children s names in the upper left hand corner of the sheets and display them in the classroom when they are dry. 100

10 Lesson 5 Objective: To develop the concept of helping others Developmental Areas: Language & communication: oral language dialog Creative artistic expression: role-play Personal & social development: helping others (EA) Key Vocabulary: kitten Extra Language: feed, tractor Review: farm animals (cow, horse, pig, sheep, duck, chicken), baby farm animals (lamb, piglet, duckling, chick, puppy), dog, milk, help, Grandpa, Grandma; Let s, I like Materials: Buddy, Action Cards, CD, Family Card (Grandma and Grandpa), PPPs (farm animals including cat, baby farm animals including kitten, Mommy, Daddy, brother, sister), Student s Book p. 37, Buddy Book p. 37, Story Cards 6A 6D, Story Mini- Book 6, pencils, crayons Before the Lesson: Prepare Story Mini-Book 6 for each child. Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Engage Remembering Time 33 Divide the children into groups and sing the Farm Babies Song (pp. 95 6). Encourage children to do the actions and sing along. Play the Buddy Pairs Game (p. 100) with the family animals PPPs. Say Which is the mommy/baby? Include human family cards and review Grandma and Grandpa, too. Also introduce kitten, so cat can be included. Book Time Finding Page Routine (Student s Book p. 37). T: Look! It s Ben and Becky on a farm. It s Grandpa and Grandma s farm. Ben and Becky are helping Grandpa and Grandma. Circling Buddy Routine. Have children tell you which animals they can see, and who is in the pictures. T: Listen and point. 35 Play the recording. Repeat twice. The children point as they listen. Becky: Let s help Grandpa feed the horse. Ben: I like tractors! Becky: I like horses! Becky: Let s help Grandma feed the cows. Ben: I like cows! Becky: I like milk! Becky: Let s help Grandma feed the cats. Ben: I like cats! Becky: I like kittens! Unit 6 Lesson 5 101

11 Lesson 5 Exploit Playing Time T: Let s pretend. Role-play the dialog using simple mimes. You say the Let s help lines. The girls respond with Becky s lines, the boys with Ben s. You could extend this activity by introducing different animals, e.g. T: Let s help Grandma feed the dogs. C: I like dogs! C: I like puppies! Kinder Tip Small children love to be helpers. Discuss what things to do at home to help their parents or siblings. Give examples of helpful actions you have noticed in the classroom, praising the children involved. 4 Sing the Sit Down Jingle (p. 19). Working Time Finding Page Routine (Buddy Book p. 37). 5 Sing the Work Jingle (p. 19). Point to the picture with the tractor. Repeat the line from the dialog. T: Let s help Grandma feed the horse. Circle the correct picture. Repeat with the other pictures: T: Let s help Grandma feed the cows. Let s help Grandma feed the cats. Quick finishers can color the pictures. 6 Sing the Clean Up Jingle (p. 19). Family Time Have the children tell the story, using the Story Cards and the Mini-Books. Encourage as much participation as possible. The children put the Mini-Books and the Student s Take Home CD away in their bags/ home folders. Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Listening Action Card, Buddy Book, Story Card; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop a sense of responsibility; to encourage functional literacy Helper Chart Make a simple chart with titles for several jobs that the children could do to help in the classroom, e.g. Line leader Book monitor (hand out and pick up Table leaders books) (take charge to see that their table is clean and chairs are left neat) (Pencil) monitor (hand out and pick up pencils or other materials) Each class session or each week, change the classroom helpers. 102

12 Lesson 6 Objectives: To understand and practice night vocabulary To review counting to 10 Developmental Areas: Language & communication: oral language chant Creative artistic expression: actions to chant, making star pictures (EA) Mathematical thinking: counting, number sequencing Discovery & knowledge of the world: the night sky (EA) Key Vocabulary: star, night Extra Language: bright Review: numbers 1 10, farm animals (cow, horse, sheep, cat, dog, pig, chicken, duck), baby farm animals (piglet, duckling, lamb, chick, kitten, puppy) Materials: Buddy, Action Cards, CD, PPPs (star, black), Student s Book p. 38, Buddy Book p. 38, Family Time Activity Sheet 6 (Teacher s Edition p. 157), crayons, finger paints/paper for pasting (optional) Before the Lesson: Prepare Family Time Activity Sheet 6 for each child. Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Kinder Tip Being afraid of the dark is a very normal childhood fear. By encouraging children to think and talk about the night and shadows, we are helping them overcome their fears. Have the children admit to being afraid, let them understand that it s OK, and together work to develop the confidence that will help them overcome it. Engage Remembering Time 33 Divide the children into groups and sing the Farm Babies Song (pp. 95 6). Encourage the children to do the actions and sing along. Individual children choose a farm animal to mime in front of the class. The class guesses which animal it is, using Is it a? Book Time Finding Page Routine (Student s Book p. 38). Use Buddy to introduce the new words night and star. Show the children the pictures on Student s Book p. 38. T: What is it, Buddy? B: Night! T: Yes. It s night. What color is it? Elicit black. Show the PPP. Have the children repeat and practice pronunciation. Repeat with star. Exploit Circling Buddy Routine. Elicit language from the picture: cat, kittens, Grandpa, stars, black, numbers T: Let s listen. Listen and point. 36 Play the It s Black Chant. Repeat twice, encouraging the children to point to the night and to count the stars. Unit 6 Lesson 6 103

13 Lesson 6 It s Black Chant It s night! It s night! It s black! It s black! The stars! The stars! They re bright! They re bright, Let s count the stars! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Wow! The stars are bright! Coloring Blank Object Routine (cat black). Playing Time T: Let s pretend. Use Buddy to divide the children into pairs Ben and Becky. Demonstrate the actions: It s night! [Stretch as though yawning] It s black! [Cover eyes with palms] The stars! [Point to various imaginary stars] They re bright! [Flex fingers as though twinkling/shining] Let s count the stars! [Point to stars] 1, 2, 10. [Count on fingers] The stars are bright! [Hold hand over eyes, as though shielding from the light] 36 Play the chant several times. The children join in as they do the actions. You could place ten stars around the room, and count them during the chant. 4 Sing the Sit Down Jingle (p. 19). Working Time Finding Page Routine (Buddy Book p. 38). 5 Sing the Work Jingle (p. 19). T: What is it? I don t know. Elicit guesses. T: Let s connect the numbers. Have children point to the numbers as you count 1 10 together. Now demonstrate with your pencil. T: Take your pencil. Go from 1 to 2, then 3 When the children have finished, ask What is it? Elicit star. The children then color the star. Alternatively, they could use finger paint or stick on bright paper. Circulate, checking and providing feedback. 6 Sing the Clean Up Jingle (p. 19). Family Time Hold up Family Time Activity Sheet 6. Tell the children to find pictures of stars in magazines at home and paste them in the rectangle. The children put the sheet and the Student s Take Home CD in their bags/home folders. Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Playing Action Card, Listening Action Card, Buddy Book; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activities To develop world knowledge; To develop creative artistic expression Exploring the Night Sky Read books or look at pictures that show stars and the night sky. If your children are interested, talk about the constellations and the pictures people think they make in the sky. Making a Night Sky Give each child a piece of black construction paper and a small piece of carpeting to place under it. Give them each a large push-pin. Instruct the children to punch holes in the paper to represent the stars. Children could use the floor for this activity if you have a carpeted area for the push-pin to push into. When they have finished, put their names in white crayon in the upper left hand corner of the paper and display them on the windows so they can see the light shine through, making stars. 104

14 Lesson 7 Objectives: To review and practice unit language and concepts To match adults and babies Developmental Areas: Discovery & knowledge of the world: matching adult and baby farm animals Mathematical thinking: categorizing, patterns Creative artistic expression: crayon scratch (EA) Review: star, black, shapes (rectangle, square, oval, circle), farm animals (sheep, cat, pig, duck, chicken), baby farm animals (lamb, chick, piglet, kitten, chick), Mommy Materials: Action Cards, CD, PPPs (shapes, feelings, farm animals, baby farm animals), Student s Book p. 39, Buddy Book p. 39, pencils, crayons Before the Lesson: Ensure children s shape cut-outs are accessible. Hello Time 2 Attendance Routine and Buddy Bear Jingle (p. 18). Ask the children to show their Family Time Activity Sheet. Give positive feedback and encourage the children to count the stars they have pasted. T: Good job, Juan! Lots of stars. How many stars?, etc. Collect all the children s work and after the lesson, put it up as a classroom/hallway display. Engage Remembering Time 36 Sing the It s Black Chant using the actions (p. 104). Repeat twice. Select one more activity the children enjoyed from this unit: 33 Farm Babies Song (pp. 95 6) 34 Retell Story 6: Where s the Puppy? using Story Cards 6A 6D (pp. 97 8). Encourage as much participation as possible. Play the Buddy Pairs Game (p. 100) with the farm animals (mothers and babies) PPPs. Exploit Book Time Finding Page Routine (Student s Book p. 39). T: Look at all the mommies and babies. What can you see? Elicit as much language as possible, encouraging children to give you complete sentences. C: It s a duck./there s a duck. Demonstrate: T: Take your pencil. Match the mommies and the babies. Circulate, checking and providing feedback. Thinking Time Put the PPPs (shapes, feelings, farm animals, baby farm animals) in a pile on your table/in a bag/on the floor. Unit 6 Lesson 7 105

15 Lesson 7 The children take turns pulling out/picking up a card and saying what the illustration shows. Play the Odd One Out Game (p. 46). 4 Sing the Sit Down Jingle (p. 19). Working Time Ask the children to place their shape cutouts on the table. Call three children to the front. Have them each bring one shape cutout. Then make a pattern with these, e.g. a square, an oval, an oval. Place the children holding their cut-outs in a pattern and elicit how the sequence would continue. Then make one long pattern, with all the children in the class. Repeat several times. Finding Page Routine (Buddy Book p. 39). 5 Sing the Work Jingle (p. 19). T: Lots of shapes! Have children point and say the shape words. Elicit responses to complete the pattern for each row. Demonstrate how to draw the correct shape to complete each pattern. Circulate, checking and providing feedback. Quick finishers can color the shapes. 6 Sing the Clean Up Jingle (p. 19). Reflecting Time Reflecting Time Routine (see p. 21). Prompts: Singing Action Card, Student s Book, Buddy Book; Buddy Bear Emotion Cards. Goodbye Time 3 Goodbye Routine: Sing the Goodbye Jingle (p. 19). Enrichment Activity To develop creative artistic expression Crayon Scratch Give each child a piece of white construction paper (around 10 cm. x 15 cm.) and have them color in the whole sheet. Yellow, light green, light blue, pink, white, and orange work very well. The darker shades won t show up as well at the end. They need to press down very hard to put lots of strong bright color on the paper. When they have finished this coloring, put their names on the back. They then color over the whole sheet with black crayon. They will need to press down very hard to cover all the bright colors. Then give each child a push-pin and tell him/her to draw a night picture by using the pushpin to scrape off some of the black. This will allow the colors underneath to come through. When the pictures are finished, display them on the classroom walls. 106